The return of the natural philosopher     

Ed Lehner 《Cultural Studies of Science Education》2010,5(1):71-78

John R. Staver’s article calling for a constructivist epistemology to maneuver between the disparate ways of knowing between science and religion prompts this response. This paper acknowledges Staver’s scholarly analysis of the issue. Scientific and religious conflicts do present prominent challenges because these are profound but often-monolithic ways of constructing knowledge. However, my response withholds fully embracing Staver’s call for a constructivist epistemology chiefly because his work goes beyond the confines of constructivism. Conversely, Staver’s call for constructivist epistemology does not go far enough to advance a resolution between science and religion. Why? Because both science and religion often employ hyper-rationality in understanding the world, a process that does little to clarify the world’s complexities. Philosophically, I refrain from accepting a complete schism between the two because such a framing does little to heal a conflict between those who praise the seen and those who praise the unseen. My response explores how hyper-rationality has triumphed over both science and religion, leaving the believer in one, or both, to navigate the journey alone. This article calls for the return of the natural philosopher. Utilizing this nineteenth-century term for scientist, this paper calls for an inquirer, one who can rise above the ideologies of science and religion to observe the current concerns of each field anew. Finally, taking a cue from Staver, this response introduces a potential discourse between science and religion in ways that each may, without embracing a variant ideology, make space for dialogue and mutual respect.  相似文献   

The psychotherapist and the sign language interpreter     

de Bruin E  Brugmans P 《Journal of deaf studies and deaf education》2006,11(3):360-368

Specialized psychotherapy for deaf people in the Dutch and Western European mental health systems is still a rather young specialism. A key policy principle in Dutch mental health care for the deaf is that they should receive treatment in the language most accessible to them, which is usually Dutch Sign Language (Nederlandse Gebarentaal or NGT). Although psychotherapists for the deaf are trained to use sign language, situations will always arise in which a sign language interpreter is needed. Most psychotherapists have the opinion that working with a sign language interpreter in therapy sessions can be a valuable alternative option but also see it as a second-best solution because of its impact on the therapeutic process. This paper describes our years of collaborationship as a therapist and a sign language interpreter. If this collaborationship is optimal, it can generate a certain "therapeutic power" in the therapy sessions. Achieving this depends largely on the interplay between the therapist and the interpreter, which in our case is the result of literature research and our experiences during the last 17 years. We analyze this special collaborative relationship, which has several dimensions and recurrent themes like, the role conception of the interpreter, situational interpreting, organizing the interpretation setting, or managing therapeutic phenomena during therapy sessions.  相似文献   

Applying customer service strategies to career services     

Jennifer K. Carter M.Ed. 《Journal of Career Development》1995,22(2):109-116

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Headteachers in a New Context: integrated schools in Northern Ireland     

Valerie Morgan  Seamus Dunn  Grace Fraser  Ed Cairns 《Cambridge Journal of Education》1992,22(2):215-226

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Some problems in scripture teaching     

Rev. F.S. Popham M.A. M.Ed. Ph.D. 《British Journal of Religious Education》1934,1(2):90-95

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AN OPEN‐AREA WITH STAFF ASSISTANTS FOR SPECIAL EDUCATION     

Eric Hampson M.Ed. 《International Journal of Disability, Development & Education》1973,20(1):52-58

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Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan     

Charles Haynes Ed.D.  Pamela Hook Ph.D.  Paul Macaruso Ph.D.  Etsuko Muta M.Ed.  Yoichi Hayashi M.A.  Junko Kato M.D.  Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238

This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.  相似文献   

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry          下载免费PDF全文

Philip G. Crandall  Robert K. Engler III  Dennis E. Beck  Susan A. Killian  Corliss A. O'Bryan  Nathan Jarvis  Ed Clausen 《Journal of Food Science Education》2015,14(1):18-23

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer‐based teaching modules that take advantage of animation, web‐based or off‐campus learning experiences directed at engaging students’ creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs.  相似文献   

第13届国际ISSI大会论文投稿、评审及录用分析     

梁立明  Ed Noyons 《科学学研究》2011,29(9):1435-1440

 第13届国际科学计量学与信息计量学大会（ISSI 大会）于2011年7月4日-7日在南非德班召开。作为大会议程主席和理论专题主席,本文作者介绍了大会论文征文和投稿的内容及形式,展示了论文评审机制与评价指标,并对提交论文、录用论文及评审专家的国别分布做了分析。中国是提交全文和研究进展论文最多的国家,作者总频次居各国之首,但论文录用率较低。中国也是提交墙展论文最多的国家,显示了中国学者参加国际ISSI大会的热情。由来自25个国家95名成员组成的大会科学委员会中只有一名中国委员,这提示我们中国学者应该更积极地参与国际会议的学术和组织工作。论文最后讨论了中国学者投稿国际ISSI大会,走上国际论坛的几个问题。  相似文献   

The global quiz bowl: Competing and cooperating through compressed video     

George Kontos Ed. D.  Al P. Mizell Ed.D. 《TechTrends》2005,49(6):16-20

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